ABSTRACT

Literary narratives are well recognised for their power to foster engagement with complex social themes. Transmedia narratives, which present the same story in different media, can help advance both critical multimodal discourse studies and multiliteracies pedagogies. To harness this potential, we need to develop methods for systematically relating media affordances to discourse-semantic patterns and the broad social themes these patterns construct in narratives, and ensure these methods build on the knowledge learners bring to the classroom. This article introduces a social semiotic method for analysing transmedia narratives and illustrates its ability to reflect the persuasive power of narrative and build on young children's critical multimodal awareness. This is achieved through a case study comprising data from three adaptations of the same award-winning narrative - animated film (Joyce, W. (Producer), Joyce, W., & Oldenburg, B. (Directors) (2011). The fantastic flying books of Mr Morris Lessmore [Motion Picture]. Moonbot Studios), interactive app (Moonbot Studios. (2011). The fantastic flying books of Mr Morris Lessmore (Version 1.4). [Mobile Application Software]), and traditional-format picture book (Joyce, W. (2012). The fantastic flying books of Mr Morris Lessmore. Illustrations by William Joyce and Joe Bluhm. Moonbot Books) - and mother-child interactions with the book and the app.

摘要

文学叙事因其促进参与复杂的社会主题的力量而广为人知。在不同媒体上呈现相同故事的跨媒体叙事可以帮助推进批判性的多模态话语研究和多语言教学法。为了利用这种潜力，我们需要开发一种方法，将媒体提供的内容与话语语义模式以及这些模式在叙事中构建的广泛的社会主题进行系统地关联，并确保这些方法建立在学习者带给课堂的知识的基础上。本文介绍了一种社会符号学方法，用于分析跨媒体叙事，并说明其能够反映叙事的说服力并建立在幼儿的批判多模态意识基础上的能力。莫里斯·莱瑟莫尔先生的奇幻飞行书[电影]。Moonbot工作室），交互式应用（Moonbot工作室。（2011）。莫里斯先生Lessmore的梦幻飞书（1.4版）。[手机应用软件]），以及传统格式的图画书（乔伊斯，W.（2012）。该莫里斯·莱斯特莫尔先生的精彩飞行书籍，威廉·乔伊斯和乔·布鲁姆的插图（Moonbot Books）-以及与书籍和应用程序的亲子互动